一 教學目的:
1. To understand clues about a crime
2. To read notes on four suspects and decide which suspect is most likely to be guilty
3. To draw a picture of the suspect
二 教學重難點:
Words: detective, murderer, suspect, occupation, clinic, neat, shopkeeper, salesman, medium, untidy, unhelpful, wanted, rewarded
Phrases: be dressed, look for, dress like, go missing, make notes on, medium height, be wanted for murder, do important work
Sentences:
1. Why are you dressed like that?
2. This is much more serious.
3. My food has gone missing.
4. Last Saturday night at 8 p.m., a young man was murdered.
5. We have made notes on all of them.
三. 教學手段： Tape recorder ; Multi-Media
四. 教學過程:
Lead-in Presentation
T: Do you remember in Unit 4 we have learned a horror called “Murder in a Country House”? Ask: Can you tell me the main idea of this film? ( A doctor is found dead in his house. People don’t know whether he was killed or he killed himself. )
T: Good. The doctor in this film is victim. If he was killed by someone, that is a murder. And the person who killed the doctor is the murderer. The murderer killed the man, and he broke the law, so his act is a kind of crime, and he is the criminal. If we find a man, but we are not sure whether he is the murderer, we can call him a suspect.
Ask: If there is a murder, who will solve it? ( The police.)
T: Yes, a person, especially a police officer, whose job is to examine crimes and catch criminals is a detective(n.). So “ Murder in a Country House” is not only a horror film, but also a film about detective(adj.) stories.
Write down these words on the blackboard, and ask students to read together. Ask students to pay attention the word “detective”( n.&adj.)
Task 1 Comic strip
1. Presentation.
T: Do you like reading detective stories? Who is the famous detective in the novels? ( Sherlock Holmes.) Show the picture of Sherlock Holmes, and describe the picture. ( Talk about his special dressing with his magnifying glass and the pipe.)
T: Today, Eddie is dressed like that. Let’s see what happened.
2. Listen to the tape and answer some questions:
1) Why is Eddie dressed like a detective?
2) Is his job serious?
3) What is he really looking for?
3. Check the answers by asking students.
4. Read the dialogue together.
5. Ask some pairs to act out the dialogue.
Task 2 Welcome to the unit (part A)
1. Presentation
T: Do you want to be a detective? How to be a detective? Here is a chance for you to try. The Class1, Grade 9 students are playing a game about guessing who is the murder. We can try together.
2. Show the detective’s report to students. Ask one student to read. Tell students that we can know the time, the place, the victim and the notes of the suspects from the report.
3. Look at the information of four suspects together and ask some questions about it. Teach some new words at the same time. Try to explain the meanings of these words in English.
Task 3 Discussion (part B)
1. Work in a group of four. Ask students to discuss who is most likely to be the murderer and the reason. Then ask them to draw a picture of the person they think committed the crime in part B, and remind them that there is no right or wrong answers here.
2. Choose one student from each group to show the picture they draw and ask the rest of the class to guess which person they chose. Then ask this student to describe the picture they draw and the reason.
Homework:
1. Recite the new words and the comic strip.
2. Finish 《評價手冊》Period 1.
Teaching Plan for 9A Unit 6 Reading
1. Teaching aims:
1) To read a newspaper article about a murder.
2) To understand key vocabulary items.
3) To develop the four skills of the students.
2. Teaching aids:
a recorder, multi-computer, powerpoint ,a microphone
3. Teaching procedures:
Step 1. Presentation
1) Say: Good morning, everyone. First of all, let’s watch a part of a film.
2) Watch the film.
3) Say: Just now we saw a young man in the film. What did he do? Yes, he murdered the woman, his wife. He was the murderer, the attacker. And his wife is the victim. (Write the three words on the Bb.)
Step 2 Reading
1) Say: This kind of film is full of horror and mysteries. Now today we shall read another murder story. Please open your books and turn to P96. Here’s the article about the murder from a newspaper. Before we read it, let’s deal with the new words first. Look at here, please find out these new words in the article and guess their meanings.
2) Check their answers.
3) Read the new words.
4) Skim Listen to the tape and answer the following 3 questions:
a) Who was murdered?
b) When did the murder take place?
c) So far how many suspects do the police have ?
5) Scan
Say: Now please read the article more carefully and try to tell the following sentences T or F. If it is false, please correct the mistake.
a)The victim’s body was found in Valley Town. _____
b)The victim sold computer programs. _____
c)The victim worked in New Town, _____
d)It is possible that there was more than one attacker. _____
e)The victim had lots of enemies. _____
f)The victim was attacked with a gun. _____
g)The suspect is a short, fat man. _____
h)The police have arrested the murderer. _____
i)The victim’s parents offered a reward for information. _____
6) Check their answers.
7) Listen
Say: Now listen to the tape and try to underline the difficult sentences and phrases that you don’t understand.
8) Read the article themselves for several minutes then ask 8 students to read one paragraph by one paragraph. While reading, after each paragraph, do some explanations about the difficult points. Also do some explanations about the title. Show the students more examples.
9) Read together with the tape once.
Step 3. Skim
1) Ask the students to finish the exercise of Part C1, then check their answers by asking 2 pairs of students to read it.
2) Ask the students to work in pairs and tick out the main idea of the article.(slide show)
the victim: clues:
suspects: the police:
3) Check out their answers orally, then give out the answers on pieces of paper.
4) Interview: Work in groups of 8. Four work as the reporter, who is from the Golden TV, the other four work as Detective Lu. Interview about the murder.
5) Act their interviews out.
6) Guess: Who murdered the young man?
7) Part C2 on P99 Correct the mistakes.
Homework
Read the article again and again
Finish off the exercises.
Bb Design
be seen doing confirm
whether ….or…. particularly
bleed to death struggle
as a result obviously
It’s possible that… clue
be guilty of sth suspect
be charged with sth witness
break into guilty
lead to
The victim:
1. 22 years old, a computer programmer---- a well-paid job, had many friends.
2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.
3. was guilty of breaking into several computer systems
Clues
1. The victim was attacked with a knife and bled to death .
2. There was an evidence of a struggle and there was more than one attacker.
Suspects:
1. Only one
2. Short and thin
3. He was seen running and breathing heavily with blood on his shirt.
4. He had evidence to prove he was not guilty.
The police:
1. They are checking the scene for fingerprints and other clues.
2. They are particularly interested in hearing from anyone who saw anything unusual.
3. They are asking anyone to contact them on 5550l212
The victim:
1. 22 years old, a computer programmer---- a well-paid job, had many friends.
2. was seen leaving his office in New Town at 7:00, but his body was found in the doorway of a clothes shop in Valley Town.
3. was guilty of breaking into several computer systems
Clues:
1. The victim was attacked with a knife and bled to death .
2. There was an evidence of a struggle and there was more than one attacker.
Suspects:
1. Only one
2. Short and thin
3. He was seen running and breathing heavily with blood on his shirt.
4. He had evidence to prove he was not guilty.
The police:
1. They are checking the scene for fingerprints and other clues.
2. They are particularly interested in hearing from anyone who saw anything unusual.
3. They are asking anyone to contact them on 5550l212
Period Five Grammar One
一 教學目的:
1. To correctly use the commonly confused verbs . ‘bring’ and ‘take’.
2. To correctly use the commonly confused verbs . ‘hear’ and ‘listen’.
3. To correctly use the commonly confused verbs . ‘see’ ‘look’ and ‘watch’.
4. To correctly use the commonly confused verbs . ‘come’ and ‘go’.
二 教學重點:
Words: move, complain
Phrases: the move of sb(某人的行蹤)， sit down beside sb=sit down next to sb, by the way, be stressed out
Sentences: 1. She should be here in other five minutes.
2. I have to listen to what she has to say.
3. People are complaining that we are taking so long to find the murderer.
4. I can hear someone calling my name outside.
Grammar---- Know the differences of some confused words an use them correctly.
三 教學手段: Multi---Media
四 教學過程:
Step One: Lead-in
1. T: Do you still remember the detective story ‘ Murder in Valley Town’? S: Yes.
T: Who was killed?
S: A 22-year-old computer programmer.
T: Where was he found?
S: In the doorway of a clothes shop in Valley Town.
T: Was he killed there?
S: We don’t know.
T: Yes. People are not sure whether the victim was killed somewhere else and then brought to Valley Town.
Step Two: Grammar
Ⅰ. take and bring
1. Write down the sentence on the blackboard. Check the understanding of the sentence by students. Then ask them if I can change the sentence into People are not sure whether the victim was killed somewhere else and then taken to Valley Town. Maybe some students will say ‘yes’ and some will say ‘no’.
2. Ask students to say the base form of the two words ‘brought’ and ‘taken’. Write them on the blackboard. They are ‘bring’ and ‘take’.
3. Use the computer to show a picture of the differences of the two words.(見幻燈片) Then give them two sentences to see if they can understand the differences.
After class, I will hand out your listening exercise books so don’t forget to ________ them home and show your results to your parents. Tomorrow, you should ________ them here and hand in.
Check the answers and tell them that we can’t replace the two words in the two sentences because
though many words in English have similar meanings, and are often confused, they are not synonyms and we should use them in different ways. ‘take’ and ‘bring’ are just one group. Now
look at the sentences ‘People are not sure whether the victim was killed somewhere else and then brought to Valley Town’. again and tell them we can’t use ‘taken’ here.
4 Ask students to turn to page 101 and read the explanations of the two words and the example sentences together.(必要時用中文解釋兩詞區別)
5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
6. Do some exercises
Fill in the blanks with bring and take
1.When you come to the party, don’t forget to____ the wine with you.
2.Look at the cloud. It’s going to rain. You’d better_____ an umbrella with you when you go to work.
3._____ the empty box away and _____ me a full one.
4.______ this present to your uncle’s house.
5. Don’t forget to _____ some CDs when come to visit us on Sunday.
Ⅱ.hear and listen
1. Play a short period of music and say, ‘Please listen to it carefully and tell me what you can hear?’ (When we are listening to it carefully, we can hear some birds singing.) (用幻燈打出答句)
2. Ask students to try to say the differences between the two words according to the sentence. (有必要可以用中文)
3. Read the explanations and the example sentences on p.101 together.（必要時用中文解釋并提出注意點，listen 一般與to 連用）
4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
5. 補充復習其他與hear有關詞組: hear from sb=receive a letter from sb, hear of （聽說）
6. Do some exercises
Fill in the blanks with hear and listen to
1. I___ a strange noise in the midnight yesterday.
2.He was _____ to the radio when I came into the room.
3.I ____ and ___ , but I could ___ nothing at all.
4. Can you ____ the telephone ringing?
5. _______ to that noise. It sounds like someone is moving furture.
6. It was so noisy that I couldn’t _____ the report.
Ⅲ.see, look and watch
1. Ask three students to read the explanations and the example sentences of the three words. （這三個詞學生容易混淆，要解釋一下各自用法）
2. Use the computer to do some exercises and try to remember how to use them correctly.
3. 指出幾個注意點：look經常與at連用look at sth(看著什么東西)，看電影不能用look a film,
在這兒還可以把read也放在一起比較，因為中文里看書看報等在英語里只能用read books/newspapers/magazines,這一點很多學生會犯錯，要注意。
4. 補充復習與look有關詞組look for, look after, look out等
5. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
6. Do some exercises
Fill the blanks with look, see and watch
1.______! There are so many people there. What’s happing ?
2.Would you please ________the blackboard instead of reading your book?
3.They went to ____ the birds in the forest once a week and make some notes about it.
4.He _________the paper for a while ,but______ nothing on it .
5._______ at that dog. It’s so fat.
6. I can’t ______ the dog. Where is it ?
7. If you ______ the program tonight, you will see your favorite singer.Ⅳ.come and go
1. Invite a student to show the use of the two words with you. Say, ‘Please come to the front.’ And ‘Please go back to your seat.’ The students should do as you tell him/her to do.
2. Read the explanations and the example sentences on page 102 and do some explanations if necessary.
3. Do some exercises by computer.
4. Ask students to make sentences by using the two words and if someone makes mistakes, try to point them out.
5. Do some exercises
Fill in the blanks with come and go
1.When will your mother ____ back from Beijing ?
2.My father will ___ to Shanghai for business next week.
3.There are so many cars and buses ___and ___ on the road.
4.Do you want to ___ to my house ? We can watch TV together.
5. Sorry, I can’t. I have to _____ to see my uncle in hospital.
Step Three: ExercisesTask 1: Ss read the explanations and the example sentences by themselves.
Task 2: Finish the exercise on page 102. Then check the answers. Explain the main phrases and important sentences in the exercise. In the end, read the dialogue in groups.
Step Four: Homework
1. 評價手冊page 109 2.一課三練page 72
Teaching Plan for 9A Unit 6 Grammar Two
Grammar Two
一 教學目的:
1. To use reported speech to talk about what someone else said.
2. To use reported speech to report questions.
二 教學重點:
The use of the word ‘dare’
三 教學手段: Multi-Media
四 教學過程:
Step One: Pre-task
Free talk with students about their daily life by asking them some questions. While doing this we can write their answers on the Bb.
E.g.1 What did you have for supper yesterday?
Susan said, ‘I had noodles for supper yesterday.’
Susan said that she had noodles for supper the day before.
E.g.2. Have you ever been to Hong Kong?
‘I have been to Hong Kong twice,’ said Tom.
Tom said that he had been to Hong Kong twice.
Ask students to study the two groups of sentences and try to find out something different. If they can’t find out , the teacher can tell them that that the sentences use different speeches. One is direct speech and the other one is indirect speech/ reported speech. If we use direct speech , we often use quotation marks. For weaker classes, we teachers use Chinese to tell them. 直接引語是直接引述別人的原話，原話用有引號，而間接引語是引述別人的話，不用引號。間接引語在多數情況下構成賓語從句。
Step Two: While-task
1. Tell the Ss that we can use reported speech to talk about what someone else said. But we have to pay attention to some rules.直接引語改為間接引語時，引述動詞是現在時，則間接引語中的動詞、時間、時態的形式不變。例如：She says, “ I’ll never forget the moment變成間接引語為She says that she’ll never forget the moment.但是如引述動詞為過去時，間接引語中的動詞時態一般要作相應的變化。遵循下列規律：
直接引語 間接引語
一般現在時 一般過去時
現在進行時 過去進行時
現在完成時 過去完成時
一般將來時 一般過去將來時
現在完成進行時 過去完成進行時
一般過去時 過去完成時
Pay attention:直接引語表達的意思是客觀真理時，時態不變。如：
The geography teacher said to us，“The earth goes around the sun. ”
→The geography teacher told us that the earth goes around the sun.
2． Ask students to read Page 103 and try to understand the change of tenses. Then provide them with some exercises.
Change the sentences into reported speech.
1). ‘I like apples,’ said he.
2). She said, ‘I’m doing my homework.’
3). ‘I have received the letter,’ said Tom.
4). ‘I didn’t see the cat,’ said he.
5). ‘I will be late for school,’ said Kate.
3. After doing these exercises tell students that we not only have to change the tenses of the sentences but also have to change the adverbials of time when using reported speech。
指示代詞、時間、地點狀語的變化：通常總是由近指改為遠指。其規律見下表：
直接引語 間接引語
now（現在） then（那時）
tonight（今夜） that night（那夜）
today（今天） that day（那天）
this morning（今天早晨） that morning（那天早晨）
yesterday（昨天） the day before（前一天）
yesterday morning（昨天早晨） the morning before（前一天早晨）
tomorrow（明天） the next/following day;
the day after（第二天）
last week/month（上星期/上個月） the week/month before（前一個星期/月）
next week/month（下星期/上個月） the week/month after（第二個星期/月）
the following week/month
this week/month（本星期/本月） that week/month（那個星期/月）
here（這兒） there（那兒）
4．After doing these ask students to do some exercises to consolidate. (page 104)
Check the answers with the students and ask them to read the sentences and see if they have any other questions.
5. ask students to study the sentences we ask them to change into reported speech just now they may find that these sentences are all statements.
1)、直接引語為陳述句時，間接引語的連詞用that，that可以省略。如：
“I have lived in the south for years,” Mrs Duncan said.
→Mrs Duncan told me (that) she had lived in the south for years. Duncan夫人說她在南方住了許多年。
“I shall tell him exactly what I think,” she said.
→She said (that) she would tell him exactly what she thought. 她說她將會告訴他她所想的。
2)、直接引語為一般疑問句時，間接引語的連詞用if / whether。如：
He said，“Are you interested in English?”
→He asked (me) if I was interested in English. 他問我是否對英語感興趣。
He said，“Did you see him last night?”→ He asked (me) whether I had seen him the night before. 他問我頭天晚上是否見到了他。
3)、直接引語為特殊疑問句時，間接引語的連詞用特殊疑問句本身所帶的疑問詞如when，where，who，why，how，how many，how old等等。如：
“What do you want?” he asked me.
→He asked me what I wanted. 他問我想要什么。
“How can we improve the condition of the soil?” the farmers asked him.
→The farmers asked him how they could improve the condition of the soil. 農民們詢問他如何才能提高土壤的質量。
(4、直接引語為祈使句時，間接引語不用連詞，而是將直接引語改為動詞不定式用作句子的賓語補足語。如：
She said to us，“Please sit down. ”
→She asked us to sit down.
He said，“Don’t make so much noise，boys. ”
→He told the boys not to make so much noise.
“Please explain why you’re two and a half hours late,” the boss said.
→The boss asked him to explain why he was two and a half hours late.
“Don’t give up!” Father shouted at him.
→Father told him in a loud voice not to give up.
“Get everything ready in half an hour,” the teacher said to the students.
→The teacher ordered the students to get everything ready in half an hour.
〖注〗主句的謂語動詞有時要根據直接引語的情態和語氣作相應的變化，如say說； tell sb. 告訴某人；ask問/請求；suggest建議；order命令等等。) This part is optional. You can choose to use.
6. Ask students to do the exercises on page 105.
Step Three: Post-task
1. ask students to work in pairs and try to find out the sentences with direct speech from page 96 to page97 , and then change them into reported speech.
2. Fill in the blanks:
1) ‘ I am doing some important work,’ Mr Smith said.
Mr Smith said _______ _____ _____ some important work.
2) ‘ who are you looking for?’ Tom asked Sandy.
Tom asked Sandy ______ ______ ______ ______ ______.
3) ‘ Do you want me to help you with your English,’ asked he.
He asked ______ ______ _______ ______ ______ help me with _______ English.
4) ‘ I want to know if you learn it by yourselves,’ the teacher said.
The teacher said _______ _______ to know if we _______ _______ it by ___________.
5) our teacher asked if we knew the answer.
‘______ ______ _______ the answer?’ our teacher asked.
6) Millie asked where her book was.
Millie asked, ‘_______ ______ _______ ________ ?’
1．he was doing 2. she was looking for 3. if I wanted him to ,my 4 he/she wanted , could learn , ourselves 5 Do you know 6 where is my book
3. Choose the best answers.
1) Mr Wu said he ________ us to the zoo this week.
A. would take B will take C take D takes
2) The witness said he _____under the table at that time.
A hide B have hidden C was hiding D hidden
3) The police asked if anyone _______ tell him some information.
A could B can C is able to D will
4) Can you tell me ___________?
A how far is it B how can I get there
C how can I get to there D how I can get there
5) Sandy said she ________ all the work.
A finished B had finished C has finished D will finish
6) He said he ________ his book at your home.
A leave B leaves C had left D was leaving
（1A 2 C 3 A 4 D 5 B 6 C）
Step Four: Homework:
1. Review what we have learned today and read the sample sentences on your books.
2. Finish the exercises on page 111-112 of《〈 評價〉》and page 73 of <<一課三練>>
Teaching Plan for 9A Unit 6 Integrated Skills
Integrated Skills
一 教學目的：
To identify the context of a police interview
To identify main ideas about two suspects
To use information to complete notes and a report
二 教學重點：
Words: 四會 shorts record wedding highly
三會 millionaire occur criminal
二會 hairdresser kidnap
Phrases and Sentences:
no criminal record at his sister’s wedding be kidnapped
At 8 p.m. on 28th December ,he was at his sister’s wedding.
Guan Fei was kidnapped .The victim is five years old and about one meter tall
He is a postman and known Guan Dawei for about 7 years.
三 教學手段： Multi-Media
四 教學過程:
Step 1. Lead-in
T：If someone has been kidnapped , can you ask Eddie for help ?
S：No
T：Who do you think find out the kidnapper policemen ?
S：Policeman /Detective …
T：Detective Lu is very famous , Now a child called Guan Fei has been kidnapped . His father , Guan Dawei asked Detective Lu for help . Detective Lu made some notes . Please read his notes and answer the following questions
Questions :
1.How old is the victim?
2. When did the crime occur ?
3. Who are suspects ?
Step 2. Read and write
Read the notes and complete the profiles with as much information as possible .
Step 3. Listen and write
If Detective Lu wants to find out who was the kidnapper .He should interview the two suspects .Here’re Detective Lu’s interviews with them. Listen to their interviews carefully !
1. Listen and get main idea .
2. Listen and complete the suspect’s profiles on part A , on page 106 .
3. Listen and check the answer .
Step 4.Listen and answer
Listen to Detective Lu’s interviews with the two suspects again and answer the following questions:
1.What is Xie Yiming’s job ?
2.How long has Wang Gang known Guan Dawei ? What about Xie Yiming ?
3.Did the two suspects go to the Guan’s house on 28th December ?
4.Where was Wang Gang at 8p.m on 28th December ?
5.Why did the kidnapper kidnap Guan Fei ?
Step 5. Read and write
Detective Lu wants assistant to write a report on the kidnapping case. Please help him complete Part A3. Use the notes and profiles on page 106 to help you .
1.Read and write .
2.Check the answers .
3.Let Ss read it freely .
Homework
1. <<評價手冊>> Period 7
2. Have a discussion “Who is the kidnapper?”
預習 Pronunciation
Period Eight Speak up & Pronunciation
一 教學目的：
1. To talk about crime and suspects
2. To talk about whether someone is innocent or guilty .
3.To understand the importance of stress when speaking English
4.To identify where stress falls in a word
5.To place stress on the correct part of a word
6.To recognize the difference in stress when pronouncing the verb or the noun form of a word
二 教學重點：
1. Word: project （四會） object increase export import （三會）
2. sentences：What did you think of our first suspect，Wang Gang？
I think it’s highly possible that Wang Gang is not guilty.
3. grammar: In English ，when you pronounce words of more than one syllable ，you often need
to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.
三 教學手段： tape recorder
四 教學過程：
Step One: Lead-in
1. Have a discussion .“Who do you think kidnapped Guan Fei，and why？” Tell Ss that there are no right or wrong answers. And encourage Ss to develop their own opinions and express them in English .
2.For weaker classes . Write some useful expressions on the board , e.g:
I think … kidnapped Guan Fei .
I think… kidnapped Guan Fei because…
I think … wants ￥...
He/ She needs the money because ...
Step Two: Speaking
Just now you talked about the two suspects . Now Detective Lu and Policeman Fu are also talking about them . Please listen and answer :
What did Policeman Fu think of Wang Gang ?
( He thinks it’s highly possible that Wang Gang is not guilty. )
Step Three: Read and act
1. Divide the class into pairs . Tell the students to read the conversation through once ,then change roles and read the conversation again .
2.Ask Ss to act out the dialogue .
3.Give Ss some time to prepare and practice their conversations .
Step Four: Lead-in
1. In English，many words have more than one syllable，we often need to stress one of the syllables. Sometimes，changing the stress can change the meaning of the word.
2. Give Ss two examples.
‘Object’is a noun. It means ‘a thing’.
‘object ’is a verb. It means ‘to say that you disagree with something’
Step Five : Listen and repeat
1.Play the recording for Part A through once.
2.Play the recording again and encourage students to imitate what they hear on the recording .tell Ss to say the pairs of words out loud.
3.Ask Ss to read the four sentences out loud.
Step six :Summary
When the stress is on the first syllable of the word，it is being used as noun.
When the stress is on the second syllable of the word，it is being used as a verb.
Step Four: Listen and Practice
Play the recording for Part B and Part C .Tell students to listen and read the words .
Step Five ：Work in pairs
1.Ask students to complete Part D on their own paying special attention to where the stress is placed in each word .They should underline the stressed syllables，then fill in the blacks with ‘V ’or ‘N.’
2.Check the answers as a class .
Homework:
1.<<評價手冊>>Period 8
2.預習<<Main task>>
Teaching Plan for 9A Unit 6 Main Task
Main Task
一 教學目的:
1. To arrange pictures in chronological order
2. To complete a story by filling in blanks.
3. To match sentences with pictures
4. To write a detective story
二 教學重點:
1. words: necklace, diamond, except, wonder, shocked, jewellery, rob
2. phrases: see sb. doing sth, be charged with, get along with, do for a living, be shocked
3. To write a detective story
三 教學手段: Multi-media
四 教學過程:
Step One: Lead-in
Review the contents of reading.
Step Two: Read and answer PartA1
1. Read the context first and match the words in the left-hand column with the correct meanings
2. Encourage more able students to describe the four pictures at the top of the page
3. Ask questions: What is happening in picture 1? What is the man going to do in picture2? Can you describe something about picture 3. What happened to Tom?
4. Work in pairs. Ask students to match the sentences with the pictures by writing the correct letter in each box.
5. Ask students to read out their answers.
Step Three: Complete PartA2
Tell students to complete Part A2 individually. They should use the words from Part A1 to complete Millie’s story.
Check the answers as a class. And read it together, discuss the end of the story.( Have a discussion in a group of four.)
Step Four: Part B1
1.Look at the pictures in Part B1.Ask six students to read out one speech bubble each.
2.Match the sentences with the pictures. When students have finished matching the speech bubbles with the pictures, choose four students to each play a role( the young man, the young woman, Nick Nelson and the police officer)
3. Then ask students to work in pairs and report what each character in Part B1 said.
Ask students to think about what happened in Part B1. Ask
Who do you think was murdered--- a man or woman ? How do you think he/ she was killed? Is there any blood ? Who do you think is guilty ? Why do you think he/ she is guilty ?
Step Five: Part B2
1. Tell students to write their own detective stories. They can use the pictures in Part B1 or write an ending to Millie’s story on Page 109.
2. Read their own detective stories.
3. Explain the elements in writing detective stories.
Homework : Writing
1. A jewellery shop was robbed. If you are a detective, what questions will you ask the witness ? How can you get the clues ?
2. Write your own detective story
Period Ten Checkout
一 教學目的:
To practise using reported speech to repeat statements and questions
To review vocabulary related to crime and criminals
二 教學重點:
To consolidate and reinforce the grammar and vocabulary items coved in the unit.
三 教學手段： Multi-Media
四 教學過程：
Step One: Lead-in
A. Review vocabulary related to crime and criminals.
用括號中所給詞的適當形式填空
1. We were very surprised that Tom was charged with _________ ( rob ).
2. Uncle Wang sells newspapers for a ___________ ( live )
3. The policemen caught those _____________ ( thief ) and took them to the police station.
4. The boss is guilty of the crime and he is a ____________ ( crime ).
5. He is __________ ( charge ) with breaking into a computer system.
B. Review the contents of the text.(見幻燈 )
Step Two: Part B
A. Write the correct words in the blanks.
B. Make a sentence with a word ( in Part B )each time.
Step Three: Review reported speech
Some sentences ( 見幻燈 )
Step Four: Read Millie’s thought bubble in Part A.
A. Explain the context of Part A. The murder in Valley Town has been solved. Millie watched an interview with Detective Lu on TV. Now, she wants to tell her father about it.
B. Ask some questions to check understanding.
1 ) Who murdered the computer programme ? ( His boss.)
2 ) Did the boss have a criminal record ? ( Yes.)
3 ) What crime did he commit before ? ( He stole jewellery.)
4 ) What was the computer programme going to do ? ( He was going to report his boss to the ploice.)
5 ) Was the suspect with blood on his shirt guilty ? ( No .)
6 ) Why did he have blood on his shirt ? ( Because he worked at the market. )
7 ) Why was he running ? ( To catch a bus.)
Complete what Millie says to her father. Remind them to use reported speech.
Step Five: Check the answers
1 ) Read out one sentence each.
2 ) Write the answers on the board.
3) Read the passage together
Homework
1．《評價》P119.
2. Revision]